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All Journal Jurnal Kreatif : Jurnal Kependidikan Dasar Journal of Natural Sciences and Mathematics Research Phenomenon : Jurnal Pendidikan MIPA Momentum: Physics Education Journal Physics Education Research Journal Journal of Educational Chemistry (JEC) International Journal of Hydrological and Environmental for Sustainability Prosiding Seminar Nasional Pascasarjana
Andi Fadllan
Universitas Islam Negeri Walisongo Semarang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Education Environmental Science Materials Science & Nanotechnology Mathematics Physics

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STRATEGI PENINGKATAN KETERAMPILAN CALON GURU DALAM MENERAPKAN PEMBELAJARAN AKTIF MELALUI MEI (MODELLING, ENGAGING, AND INTEGRATING) (Strategy in Improving Prospective Teachers’ Skills in Implementing Active Learning through MEI (Modelling, Engaging, an Fadlan, Andi
KREATIF Vol 1, No 1 (2010): KREATIF
Publisher : KREATIF

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.795 KB)

Abstract

The dissatisfactory quality of education in Indonesia showed that the quality of teaching and learning process done by teachers & students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous, and it did not give a challenge for students. As a result, the graduates, both of primary and secondary education levels, became static humans who had no creativity and innovation in their life. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing MEI strategy. It covered: (1) Modelling (a lecturer as a model in implementing active learning in the class), (2) Engaging (it involves students in active learning. in this case, planning, processing and evaluating of the teaching-learning activity done by a lecturer reflected the real implementation of active learning), and (3) Integrating (it integrates active learning in all subjects theoretically and practically, like the subjects of teaching and learning strategy, learning design, development of learning media, learning assessment, and microteaching). Keyword: prospective teacher’s skills, active learning, and MEI
MODEL PEMBELAJARAN KONFLIK KOGNITIF UNTUK MENGATASI MISKONSEPSI PADA MAHASISWA TADRIS FISIKA PROGRAM KUALIFIKASI S.1 GURU MADRASAH fadllan, andi
Phenomenon : Jurnal Pendidikan MIPA Vol 1, No 2 (2011): Jurnal Pendidikan MIPA
Publisher : Sains and Technology Faculty, Walisongo State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2011.1.2.441

Abstract

Salah satu faktor umum penyebab rendahnya hasil belajar Fisika yang dicapai siswa adalah terjadinya kesalah- an konsep (miskonsepsi) pada diri siswa. Prakonsepsi atau prior knowladge siswa atas konsep Fisika yang dibangun oleh siswa itu sendiri melalui belajar informal dalam upaya memberikan makna atas pengalaman meraka sehari-hari mempunyai peran yang sangat besar dalam pembentukan konsepsi ilmiah.Miskonsepsi atau salah konsep menunjuk pada suatu konsep yang tidak sesuai dengan pengertian ilmiah atau pengertian yang diterima para pakar dalam bidang itu. Miskonsepsi banyak terjadi pada Fisika khususnya bidang Mekanika. Hal ini pula yang terjadi pada mahasiswa Tad- ris Fisika program Kualifikasi S.1 Guru Madrasah.Untuk mengatasi miskonsepsi mahasiswa tersebut, salah satu model pembelajaran yang dapat diterapkan adalah Model Pembelajaran Konflik Kognitif, yakni model pembelajaran di mana mahasiswa dihadapkan pada per- tentangan antara prakonsepsi yang telah dimiliki dengan konsep ilmiah yang sebenarnya, sehingga mahasiswa akan menyadari kekeliruannya dan mengubah atau melengkapi konsep yang dipahaminya. Model ini terdiri atas tiga fase: (1) mengidentifikasi miskonsepsi beserta latar penyebab- nya;(2) mengonfrontasikan gagasan mahasiswa (prakon- sepsi) dengan konsepsi ilmiah, dalam upaya menggoyah- kan miskonsepsi mahasiswa dan agar mahasiswa menjadi ragu terhadap kebenaran prakonsepsinya; (3) fase konflik, di mana mahasiswa menjadi mengerti dan mau mereor- ganisasi serta merestrukturisasi gagasannya yang megala- mi miskonsepsi.
STRATEGI PENGEMBANGAN SCIENCE GENERIC SKILLS (SGS) CALON GURU FISIKA MELALUI MODEL PEMBELAJARAN GROUP INVESTIGATION PADA MATA KULIAH PRAKTIKUM fadllan, andi
Phenomenon : Jurnal Pendidikan MIPA Vol 1, No 1 (2011): Jurnal Pendidikan MIPA
Publisher : Sains and Technology Faculty, Walisongo State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2011.1.1.443

Abstract

Beberapa hasil penelitian menunjukkan masih renda- hnya keterampilan generik lulusan perguruan tinggi, sep- erti keterampilan berkomunikasi, bekerjasama, motivasi, inisiatif, kreativitas, dan kemampuan berpikir logis, siste- matis dan komprehensif. Kondisi ini ternyata juga terjadi di LPTK yang notabene sebagai produsen guru.Dalam tulisan ini akan dipaparkan bagaimana strategi pengembangan Science Generic Skills mahasiswa melalui Model Pembelajaran Group Investigation pada mata kuliah praktikum.Sebagai sebuah model pembelajaran kooperatif, pener- apan Group Investigation pada mata kuliah praktikum dapat menjadi alternatif dalam mengembangkan Keterampilan Generik Sains calon guru. Adapun strategi penerapannya dapat dilakukan dengan melibatkan mahasiswa sejak per- encanaan, pelaksanaan, hingga evaluasi praktikum me- lalui tahap-tahap dalam model Group Investigation, yang meliputi:  1)  mengidentifikasi topik  dan  membagi  siswa ke dalam kelompok, 2) merencanakan tugas, 3) membuat penyelidikan, 4) mempersiapkan tugas akhir (analisis dan sintesis), 5) mempresentasikan tugas akhir, dan 6) evaluasi.
Characteristics of Coconut Coir Composite Acoustic with Epoxy Matrix Amalia, Lia Solikhatul; Fadllan, Andi; Wahib, Abdul
Journal Of Natural Sciences And Mathematics Research Vol 1, No 2 (2015): Volume 1, Nomor 2, 2015
Publisher : Faculty of Science and Technology, State Islamic University Walisongo Central Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jnsmr.2015.1.2.1593

Abstract

The aim of this research is to measure the absorption coefficient of composite material synthesized from coconut fiber as filler and epoxy matrix and to discover the alternative interval of sound reducer material from natural resources, i.e (coconut fiber : fine fiber, rough fiber and crude fiber). After pressing, the sample was then cutted and examined using Bruel and Kjaer characterization. From the characterization process, the absorption coefficient of composite with filler of fine, rough and crude coconut fiber is calculated and found to be 0.997, 0.97 and 0.96, respectively. © 2015 JNSMR UIN Walisongo. All rights reserved.
The Study of Iron Metal (Fe) Content in Water Morning Glory Plants (Ipomoea Aquatica Forsk) using Atomic Absorption Spectrophotometry (AAS) Method Kholifah, Khusnul; Fadllan, Andi; Yuniarti, Wenty Dwi
Journal Of Natural Sciences And Mathematics Research Vol 1, No 2 (2015): Volume 1, Nomor 2, 2015
Publisher : Faculty of Science and Technology, State Islamic University Walisongo Central Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jnsmr.2015.1.2.1621

Abstract

There are several hazardous material compounds in water morning glory that cannot be consumed. This study aimed to Fe content in water morning glory taken from different locations using Atomic Absorption Spectrophotometry (AAS) method. The data were acquired through documentation method, observational method and experimental method. All of the data were analysed by quantitative approach and descriptive analysis. The number of samples taken was 3 pieces of water morning glory per location. From the AAS method, the results showed that Fe concentrations in all samples varied. The average of Fe content in water taken from Industrial area was 0,258 ppm, from green house was 0 ppm, and from rural area was 0,175 ppm. The numbers of Fe content in water morning glory taken from industrial area were 10,78 ppm, 9,0 ppm, 9,3 ppm; from green house were 1,9 ppm, 4,4 ppm, 2,4 ppm; and from rural area were 6,4 ppm, 4,94 ppm, 4,98 ppm. The results of the study showed that Fe content in water or water morning glory taken from green house and rural area was below the threshold level of metal contamination, meanwhile in industrial area, the Fe content was almost approaching the threshold level of metal contamination. In the industrial area, the water morning glory could be used to reduce water pollution, not as food sources because of the high content of Fe. Meanwhile, in green house and rural area, water morning glory might be consumed by people because of the low content of Fe. © 2015 JNSMR UIN Walisongo. All rights reserved.
PENGUASAAN KONSEP DAN RETENSI MELALUI POGIL (PROCESS ORIENTED GUIDED INQUIRY LEARNING) BERMUATAN MULTIPLE LEVEL REPRESENTATION Khulliyah, Khulliyah; Fadlan, Andi
JEC: Journal of Educational Chemistry Vol 1, No 1 (2019)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1079.101 KB) | DOI: 10.21580/jec.2019.1.1.3942

Abstract

Rendahnya hasil belajar peserta didik pada materi hidrolisis khususnya pada level mikroskopik dan proses pembelajaran yang masih menggunakan metode pembelajaran konvesional di MA Uswatun Hasanah. Melalui model POGIL (Process Oriented Guided Inquiry Learning) bermuatan Multiple Level Representation diharapkan dapat mengetahui tingkat penguasaan konsep dan retensi peserta didik MA Uswatun Hasanah pada materi hidrolis. Data penelitian diperoleh dengan metode dokumentasi untuk mendapatkan daftar nama-nama peserta didik kelas XI jurusan IPA MA Uswatun Hasanah dan metode tes untuk memperoleh data hasil belajar peserta didik yang diperoleh dari nilai pre-test, post-test, dan retest. Penelitian ini menunjukkan bahwa pembelajaran melalui model POGIL bermuatan Multiple Level Representation dapat meningkatkan tingkat penguasaan konsep dan retensi peserta didik kelas XI IPA MA Uswatun Hasanah. Terdapat 30% peserta didik mengalami peningkatan penguasaan konsep kategori tinggi, 40% pada kategori sedang, dan 30% pada kategori rendah. Adapun tingkat retensi peserta didik adalah 92,7% yang tergolong tinggi. 
STRATEGI PENINGKATAN KETERAMPILAN CALON GURU DALAM MENERAPKAN PEMBELAJARAN AKTIF MELALUI MEI (MODELLING, ENGAGING, AND INTEGRATING) (Strategy in Improving Prospective Teachers’ Skills in Implementing Active Learning through MEI (Modelling, Engaging, an Fadlan, Andi
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 1, No 1 (2010): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.795 KB) | DOI: 10.15294/kreatif.v1i1.1667

Abstract

The dissatisfactory quality of education in Indonesia showed that the quality of teaching and learning process done by teachers & students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous, and it did not give a challenge for students. As a result, the graduates, both of primary and secondary education levels, became static humans who had no creativity and innovation in their life. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing MEI strategy. It covered: (1) Modelling (a lecturer as a model in implementing active learning in the class), (2) Engaging (it involves students in active learning. in this case, planning, processing and evaluating of the teaching-learning activity done by a lecturer reflected the real implementation of active learning), and (3) Integrating (it integrates active learning in all subjects theoretically and practically, like the subjects of teaching and learning strategy, learning design, development of learning media, learning assessment, and microteaching). Keyword: prospective teacher’s skills, active learning, and MEI
Characteristics of Coconut Coir Composite Acoustic with Epoxy Matrix Lia Solikhatul Amalia; Andi Fadllan; Abdul Wahib
Journal of Natural Sciences and Mathematics Research Vol 1, No 2 (2015): December
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (882.958 KB) | DOI: 10.21580/jnsmr.2015.1.2.1593

Abstract

The aim of this research is to measure the absorption coefficient of composite material synthesized from coconut fiber as filler and epoxy matrix and to discover the alternative interval of sound reducer material from natural resources, i.e (coconut fiber : fine fiber, rough fiber and crude fiber). After pressing, the sample was then cutted and examined using Bruel and Kjaer characterization. From the characterization process, the absorption coefficient of composite with filler of fine, rough and crude coconut fiber is calculated and found to be 0.997, 0.97 and 0.96, respectively. © 2015 JNSMR UIN Walisongo. All rights reserved.
The Study of Iron Metal (Fe) Content in Water Morning Glory Plants (Ipomoea Aquatica Forsk) using Atomic Absorption Spectrophotometry (AAS) Method Khusnul Kholifah; Andi Fadllan; Wenty Dwi Yuniarti
Journal of Natural Sciences and Mathematics Research Vol 1, No 2 (2015): December
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (690.341 KB) | DOI: 10.21580/jnsmr.2015.1.2.1621

Abstract

There are several hazardous material compounds in water morning glory that cannot be consumed. This study aimed to Fe content in water morning glory taken from different locations using Atomic Absorption Spectrophotometry (AAS) method. The data were acquired through documentation method, observational method and experimental method. All of the data were analysed by quantitative approach and descriptive analysis. The number of samples taken was 3 pieces of water morning glory per location. From the AAS method, the results showed that Fe concentrations in all samples varied. The average of Fe content in water taken from Industrial area was 0,258 ppm, from green house was 0 ppm, and from rural area was 0,175 ppm. The numbers of Fe content in water morning glory taken from industrial area were 10,78 ppm, 9,0 ppm, 9,3 ppm; from green house were 1,9 ppm, 4,4 ppm, 2,4 ppm; and from rural area were 6,4 ppm, 4,94 ppm, 4,98 ppm. The results of the study showed that Fe content in water or water morning glory taken from green house and rural area was below the threshold level of metal contamination, meanwhile in industrial area, the Fe content was almost approaching the threshold level of metal contamination. In the industrial area, the water morning glory could be used to reduce water pollution, not as food sources because of the high content of Fe. Meanwhile, in green house and rural area, water morning glory might be consumed by people because of the low content of Fe. © 2015 JNSMR UIN Walisongo. All rights reserved.
MODEL PEMBELAJARAN KONFLIK KOGNITIF UNTUK MENGATASI MISKONSEPSI PADA MAHASISWA TADRIS FISIKA PROGRAM KUALIFIKASI S.1 GURU MADRASAH andi fadllan
Phenomenon : Jurnal Pendidikan MIPA Vol 1, No 2 (2011): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2011.1.2.441

Abstract

Salah satu faktor umum penyebab rendahnya hasil belajar Fisika yang dicapai siswa adalah terjadinya kesalah- an konsep (miskonsepsi) pada diri siswa. Prakonsepsi atau prior knowladge siswa atas konsep Fisika yang dibangun oleh siswa itu sendiri melalui belajar informal dalam upaya memberikan makna atas pengalaman meraka sehari-hari mempunyai peran yang sangat besar dalam pembentukan konsepsi ilmiah.Miskonsepsi atau salah konsep menunjuk pada suatu konsep yang tidak sesuai dengan pengertian ilmiah atau pengertian yang diterima para pakar dalam bidang itu. Miskonsepsi banyak terjadi pada Fisika khususnya bidang Mekanika. Hal ini pula yang terjadi pada mahasiswa Tad- ris Fisika program Kualifikasi S.1 Guru Madrasah.Untuk mengatasi miskonsepsi mahasiswa tersebut, salah satu model pembelajaran yang dapat diterapkan adalah Model Pembelajaran Konflik Kognitif, yakni model pembelajaran di mana mahasiswa dihadapkan pada per- tentangan antara prakonsepsi yang telah dimiliki dengan konsep ilmiah yang sebenarnya, sehingga mahasiswa akan menyadari kekeliruannya dan mengubah atau melengkapi konsep yang dipahaminya. Model ini terdiri atas tiga fase: (1) mengidentifikasi miskonsepsi beserta latar penyebab- nya;(2) mengonfrontasikan gagasan mahasiswa (prakon- sepsi) dengan konsepsi ilmiah, dalam upaya menggoyah- kan miskonsepsi mahasiswa dan agar mahasiswa menjadi ragu terhadap kebenaran prakonsepsinya; (3) fase konflik, di mana mahasiswa menjadi mengerti dan mau mereor- ganisasi serta merestrukturisasi gagasannya yang megala- mi miskonsepsi.
Co-Authors Abdul Wahib Abdul Wahib Amalia, Lia Solikhatul Antomi Saregar Hartono Hartono Hartono Hartono Hartono Hartono Kholifah, Khusnul Khulliyah Khulliyah Khulliyah, Khulliyah Khusnul Kholifah Lia Solikhatul Amalia Mareta, Miftahida Pratama Masturi Masturi Panse, Vishal R. Prima Vitra Varecha Rahate, Gaurav Shukla, Anita Sigit Saptono Susilawati, Susilawati Susilo Susilo Wenty Dwi Yuniarti Wenty Dwi Yuniarti, Wenty Dwi Xaphakdy, S